Using Total Physical Response Approach and Enhanced Vocabulary Instruction to Impact Vocabulary Retention
Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
movement, explicit instruction, engagement, elementary
The purpose of this study was to investigate the use of Total Physical Response (TPR) approach and Enhanced Basal Vocabulary Instruction (EBVI) and the impact these strategies have on vocabulary retention across different content and grade level areas. TPR is a method of teaching vocabulary concepts by using physical movement to boost vocabulary learning. EBVI is a seven-step merged model using curriculum-based and evidence-based vocabulary instruction. Vocabulary is one of the five core components of reading instruction that are essential to successfully teach children how to read (Sedita, 2005, p.1). Research participants were students involved in kindergarten, second grade math, first grade music, sixth grade reading, and a fourth grade Title I reading program. This study was conducted in five rural elementary schools. The methods used to collect data included anecdotal notes, student journal entries, pretests and posttests, and STAR diagnostic report. Through this research, data indicated that students increased vocabulary comprehension and retention. Findings will be shared with peers through PLCs, staff meetings, and professional development days utilizing verbal presentation, slide shows, and printed information.
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Braaten, Elissa; Herzog, Cara; Johnson, Ingrid; Rice, Annette; Shane, Rachel; and Tangen, McKinzie, "Using Total Physical Response Approach and Enhanced Vocabulary Instruction to Impact Vocabulary Retention" (2019). Dissertations, Theses, and Projects. 234.